Pedagogy

1. Significant
others

2. Contact
Reshmi Kumar
McAuley High School
akumar@mcauleyhigh.school.nz

3. What would you like out of this presentation?

4. India…

5. Fiji…

6. Sydney…

7. Auckland…

8. My legacy….

9. Some questions……..
Who are ‘others’?
If and why are they significant?
How do students adapt in school setting?
What are some competencies needed by students
to adapt to school settings?

10. Ethnicity
Across all school sectors 79 percent of teachers identify as European/Pakeha, 10 percent as being Māori, 2
percent as being Pasifika and 2 percent identify as being Asian.
Table 2: Proportion of Teachers by School Type and Ethnicity
School Type
Ethnicity
Maori European/Pakeha Pasifika Asian Other Total
% % % % % %
Primary
11 80 3 2 5 100
Secondary
8 79 2 3 7 100
Composite*
23 65 3 2 6 100
Special
6 79 1 4 10 100
Total
10 79 2 2 6 100
*includes Restricted Composite

11. Who are ‘Others’?
When referring to
‘others’, I am assuming
that this is in regards to
a person’s ethnicity?

12. According to Ministry of Education, ‘others’
form part of the following group:
• Central American Indian
• Inuit
• North American Indian
• South American Indian
• Mauritian
• Seychellois
• South African Coloured
• Other Ethnicity nec

13. Others

14. Kamar
One can choose up to 3
ethnicities but can identify/associate
with one only

15. Demographics
Changing demographics and immigration
patterns mean that the school-age
population is becoming more racially and
ethnically diverse especially in Auckland.

16. Adolescence Success
Cars
House
Lifestyle
Food

17. Schools…………
• Schools are not neutral settings
• Social and psychological landscape of schools is
not similar for different groups.

18. Student adaptations
 Psychological
 Social
 Academic

19. Competencies
Learning to channel attention to productive tasks
Sustain motivation when work becomes
demanding
Handle the frustrations of sharing and learning
Communicating with peers are skills that depend
on the ability to understand and manage
emotions.

20. Common threads across
ethnicities
• Nurture maturity within one’s students by
maximizing self-discipline and the internalization
of responsibility
• Share clear and ambitious standards across the
board
• Everyone knows what is required to get a given
qualification.
• Differentiated instructional practices

21. Where to from here?
Racial and ethnic disparities in
educational outcomes are directly
linked to demonstrated differences in
students‟ educational experiences”

22. Implications……
What is the relationship between biology of the
adolescent brain and student adaptations?
What are the adaptation effects on the dynamics
between individuals in a class/school?

23. The show is not over yet…..
'Create positive pathways for diverse futures'